2nd stage. Preparing for the assessment. Definition of factors, their weights, development of a scoring scale of factors Choice of factors First of all, you need to decide on the factors by which the assessment will be made. Their choice depends on the specifics of the company's activities and strategic

Grading systems

1. Point system

Students' knowledge is assessed differently in all countries of the world. In Russia - 5 points, in England - 6 points, in Poland - 6 points, in France - 20 points, in Moldova - 12 points, in Ukraine - 12 points, in Belarus - 10 points, in Latvia - 10-point system, in the USA - 100-point system, 100 - score - USE (testing).

In France today they study according to the 20-point system. Moreover, aerobatics is considered to earn 14-16 points, and those who receive 10-14 can safely be called good students.

AT educational system Russia has adopted a system for assessing the knowledge of students, which was defined by unified state programs back in the Soviet school.

(G.I. Shchukina “Pedagogy of the school)

The mark "5" ("excellent") is given for a deep understanding of the program material, for the ability to independently explain the provisions being studied, for a logical and literary correct answer, for the persuasiveness and clarity of the answer, when the student does not make mistakes.

The mark “4” (“good”) is given for the correct and deep assimilation of the program material, however, inaccuracies and minor errors are allowed in the answer, both in the content and in the form of constructing the answer.

The grade “3” (“mediocre”) indicates that the student knows the basic, essential provisions of the educational material, but does not know how to explain them, makes individual mistakes and inaccuracies in the content of knowledge and the form of constructing an answer.

The grade "2" ("bad") is given for poor mastery of the material, and not for lack of knowledge. An unsatisfactory answer shows that the student is familiar with the educational material, but does not highlight the main provisions, makes significant mistakes that distort the meaning of what was learned. He conveys information that he remembered from the words of the teacher or from the textbook, but which is not logically processed in his mind, not brought into the system of scientific provisions, arguments.

Grade "1" (very bad) is given when the student is not familiar with the training material.

10-point scoring system

10 points (5+) deserves a student who has discovered a comprehensive, systematic and deep knowledge of the educational program material, independently completed all the tasks provided for by the program, deeply mastered the basic and additional literature recommended by the program, actively worked in practical, laboratory classes, understands the basic scientific concepts in the discipline under study, has shown Creative skills and a scientific approach in understanding and presenting the educational program material, whose answer is distinguished by the richness and accuracy of the terms used, the material is presented consistently and logically.

9 points (5) deserves a student who has discovered a comprehensive, systematic knowledge of the educational program material, independently completed all the tasks provided for by the program, deeply mastered the basic literature and is familiar with additional literature, the recommended program, who actively worked in practical, laboratory classes, showed the systematic nature of knowledge in the discipline, sufficient for further study, as well as the ability to replenish it independently, whose answer is differentaccuracy of the terms used, the material is presented consistently and logically.

8 points (4+) deserves a student who has revealed full knowledge of the educational program material, does not allow significant inaccuracies in the answer, independently completed all the tasks provided for by the program, mastered the basic literature recommended by the program, actively worked in practical, laboratory classes, showed the systematic nature of knowledge in the discipline, sufficient for further learning, as well as the ability to replenish them independently.

7 points (4) deserves a student who has revealed a fairly complete knowledge of the educational program material, does not allow significant inaccuracies in the answer, independently completed all the tasks provided for by the program, mastered the basic literature recommended by the program, actively worked in practical, laboratory classes, showed the systematic nature of knowledge in the discipline sufficient for further study, as well as the ability to replenish them independently.

6 points (4-) deserves a student who has found a fairly complete knowledge of the educational program material, does not allow significant inaccuracies in the answer, independently completed the main tasks provided for by the program, mastered the basic literature recommended by the program, was sufficiently active in practical and laboratory classes, showed the systematic nature of knowledge in discipline, sufficient for further study.

5 points (3+) deserves a student who has found knowledge of the basic educational and program material in the amount necessary for further study, who has not been active in practical and laboratory classes, who has mastered the basic literature recommendedprogram, who independently completed the main tasks provided for by the program, however, made some errors in their implementation or in the answer to the exam, but possessing the necessary knowledge to eliminate them independently.

4 points (3) deserves a student who has found knowledge of the basic educational and program material to the extent necessary for further study, who has not been active in practical and laboratory classes, who has mastered the basic literature recommended by the program, who independently completed the main tasks provided for by the program, but made some errors in their implementation or in answering the exam, but having the necessary knowledge to eliminate errors under the guidance of a teacher.

3 points (3-) deserves a student who has found knowledge of the basic educational and program material in the amount necessary for further study, who has not been active in practical and laboratory classes, who independently completed the main tasks provided for by the program, but who made errors in their implementation or in answering the exam, but who has the necessary knowledge to eliminate the most significant errors under the guidance of a teacher.

2 points (2) is given to a student who has discovered gaps in knowledge or lack of knowledge in a significant part of the main educational and program material, who has not independently completed the main tasks provided for by the program, who has made fundamental errors in the implementation of the tasks provided for by the program, who has not worked out the main practical, laboratory exercises, and who makes significant errors in answering, and who cannot continue his studies without extra classes in the relevant discipline.

1 point - no answer (refusal to answer, the answer presented is completely not on the merits of the questions contained in the assignment).

2 . binary system

A) pass - fail;

B) right or wrong.

In 2003 the Ministry of Education Russian Federation in order to implement the Modernization Concept Russian education proposed to change the assessment system in physical education lessons, visual arts, music. This was explained by the fact that "these subjects require the presence of natural inclinations and individual abilities of students, and the mark in these subjects evaluates not so much the knowledge and skills of students as the possibility of their personal achievements in the field of physical culture and art." Therefore, it was recommended to switch to the pass/fail system.

The rating system for assessing knowledge in one form or another has existed for a long time. It is used in many Western universities, in educational institutions The United States, in African countries, which have preserved the education systems of the former metropolises, as well as in some universities of our country.

The advantages associated with the use of the rating system of knowledge control as a means of successfully mastering various disciplines are obvious, since they can significantly increase the efficiency of both the teacher and the students themselves due to a number of factors.

1. The maximum possible interest of students in this situation is stimulated in a particular topic of the lesson, and, consequently, in the discipline as a whole.
2. The learning process covers all students, their behavior is controlled by the teacher and classmates.
3. The spirit of competition and rivalry, originally incorporated in human nature, finds the best way out in a voluntary game form that does not cause a negative repulsive and, most importantly, painful stress reaction.
4. Elements of creativity and introspection develop, additional reserves of the individual are activated, due to the increased motivation of students, which pave the way for the gradual erasure of rigid distance boundaries between the teacher and students. Students tend to rethink certain concepts, taking into account their own experience.
5. There is a turn in the thinking and behavior of the student in the direction of a more productive and active search activity.
6. There is a differentiation of the significance of the marks received by the student for the performance of various types of work (independent, control, "cut", current, etc.), and the current or final assessment reflects the amount of labor invested by the student to a greater extent than his abilities.
7. There is an opportunity to improve the obtained estimate.

Evaluation of knowledge in points does not cause stress, does not offend. A student being graded is like going up or down stairs. The main purpose of the knowledge rating control system is ranking according to the success of mastering the studied material.

You can offer students tests, in which each task has its own score. And then the class sets a rating for mastering the relevant topic.

However, despite all its advantages, the rating system for assessing knowledge has not been widely used, especially at school. There are several reasons for this: the additional burden of registering points and processing them, the lack of didactic material on the application of the system in specific lessons.

1. Determine the list of concepts that students should learn in this topic, and the level of their assimilation.

a) reproductive: the student must reproduce this concept in the form in which it was voiced in the lesson by the teacher, recorded in the textbook, notebook;

b) productive: the student in the lesson must, on the basis of this concept, perform typical exercises, answer questions (that is, understand);

c) partially exploratory - based on the concept, the student not only performs typical exercises, but also transfers this concept to new conditions for solving non-standard tasks;

d) creative: the student discovers new knowledge (concepts) in the course of research, mental or mathematical experiment.

The level of assimilation offered for the most prepared students (as additional tasks) is indicated in brackets. It is also necessary to note the concepts specified in the minimum requirements for the subject. The marked concepts correspond to the mark "satisfactory" on this topic.

2. Determine the list of skills and abilities that, in accordance with thematic planning must be mastered by the student. Mark the level of assimilation of each of the listed skills, mark the required skills in accordance with the mandatory requirements for the subject.

3. Determine the type of control (oral test or survey, written work, dictation, practical or laboratory work, etc.), as well as the level of complexity of the tasks. For example, the least complex work that requires simple memorization is scored no more than 5 points. Works involving the performance of typical (standard) exercises have a “cost” of 10 points. The control containing elements of creative tasks is estimated at 15 points. Final examinations have a price of 30-50 points (depending on the complexity and size of the topic). Practical work, although considered the most difficult, is estimated at 10 points, as it is performed by students in groups or pairs.

1. One of the mandatory properties of the system is its openness - students must know the "rules of the game": know the "cost" of any activity, understand how you can get points and what you can lose them for, etc. To fulfill this property, students must be cost table available. You can make it in the form of a poster and hang it in the office, you can make printouts of the table for each student.

2. With a tiered approach to assessing knowledge, the same actions performed at different levels are evaluated with a different number of points. For example, points for solving problems of different levels will vary from 3 to 10.

3. "Table of cost" can be changed. So, for example, if the teacher believes that students need to pay more attention to solving problems, points for this activity can be increased. Many students do not know how to correctly format tasks: enter the following line in the score table: “Correct design of the task” - and when setting a mark for tasks, consider completing this action as well. After fixing this skill, it can be excluded from the table.

4. Need to use a facilitating role extra points:

a) Encourage faster completion of tasks in the lesson. For example, when performing written work, a time coefficient should be applied, that is, the earlier you handed over the work, the more additional points you received;

b) encourage faster completion of the program by individual students. For example, if a student is ready to take a test or write an independent work 5 days ahead of the whole class, you can add 1 point to him for each day;

c) Encourage students to help other students and the teacher. For example, exhibit extra points for explaining or checking a topic, etc.

All these additional points are approximate and may vary depending on the activity of students: with a lot of activity, points can be reduced, and vice versa (but changes should be made reasonably and best of all in the new academic year).

For missing lessons without a good reason;

For being late for the lesson;

For late work;

For inaccurate notebook keeping.

1) before any work, the date and its type (home or class) must be written;

2) all pages in the notebook must be numbered, have margins;

3) all work must be done carefully.

Creative tasks can be performed in pairs or in a group, but then the points for them must be reduced or divided between students.

Thus, with a rating system for evaluating student achievements, a wide variety of forms and methods of organizing educational and cognitive activities can be used, but the most important thing is to arouse students' interest in the subject and arouse the desire to engage in it in the future.

2) the attitude towards homework has changed: the guys began to do homework with great desire and received high scores for him;

3) in the case of a small number of points for written work, students came to rewrite them after school hours;

4) the progress of students has increased in comparison with the five-point assessment system.

The rating system gives students the right to choose how to advance through the levels of education. With a rating system, the student has the opportunity to fulfill himself to a greater extent, and this contributes to the motivation of learning. Schoolchildren develop such qualities as independence and collectivism.

The position of the teacher in the educational process is also fundamentally changing. First of all, his role is changing. The task of the teacher is to motivate students, manage their educational and cognitive activities and directly advise students. The teacher, as it were, talks with the student, activates him for reasoning, searching, conjecture, encourages, orients him towards success.

4.Weight rating system

When determining the final mark for a quarter or half a year, one cannot be guided by the arithmetic mean. Each assessment has its own"the weight" and expresses indicators of various activities of students.

If the marks are designated as A 1, A 2, A 3 etc., then the “weight” of the mark is determined as the product of its numerical expression by the corresponding coefficient. Final grade A total can be calculated using the formula:

Table of coefficients of significance of marks

5. Unmarked assessment

Gradeless learning is a search for a new approach to the assessment system that would overcome the shortcomings of the existing "grading" assessment system.

The ungraded system is already firmly established in elementary school.

The priority goal of education in elementary school is the formation of learning activities as the desire and ability to learn, the development of cognitive interests and readiness for learning in the main link.

One of the goals of gradeless learning is to make student assessment more meaningful, objective, and differentiated. According to psychologists, this will allow the teacher, firstly, not to harm the emotional health of the child and, secondly, to form knowledge and skills more effectively.

The second important goal of non-marking education is to form and develop children's evaluative activity. Making the pedagogical process humane and focused on the personality of the child. This becomes both a condition and a result of cooperation between the teacher and children, reinforces mutual understanding and interaction.

Principles of gradeless learning (G.A. Zuckerman)

1. Student self-assessment must precede teacher assessment. The discrepancy between these two assessments is the subject of a special discussion, in which the objectification of assessment criteria is born.

2. Self-assessment of students should be gradually differentiated. Already in the first grade, the child must learn to see his work as the sum of many skills, each of which has its own evaluation criterion.

3. Only the achievements of students presented by the children themselves for evaluation should be evaluated, based on the rule “add, not subtract”.

5. Students should have the right to independently choose the complexity of controlled tasks, the complexity and volume of homework.

6. First of all, the dynamics of the educational success of students relative to themselves should be assessed.

7. Students should have the right to doubt and ignorance, which is formalized in the classroom and at home in a special way.

Principles of ungraded learning (A.E. Simanovsky)

1. The principle of grading the difficulty of educational material, which implies in the structure of any educational material to provide for the types of tasks that students of any level of training are able to cope with.

2. The principle of freedom of choice by the student of difficulty learning task, the implementation of which allows him to realize his responsibility for the results of educational activities and form an adequate self-esteem. At the same time, some students can achieve significant academic achievements by completing a large number of simple tasks (showing diligence), while others can complete a small number of complex tasks (showing intelligence and creativity).

3. The principle of gradual accumulation of achievements: students with a low rate of learning will be able to feel successful even at the first stages of the formation of learning skills, if time and forms are not limited academic work to be evaluated.

4. The principle of freedom: at any given time, the student must be able to improve his achievements. To do this, students are offered from time to time to return to the tasks of completed educational topics or to previously assessed skills.

Operation in the mode of ungraded learning requires the presence of certain conditions.

If a educational institution moves to a tagging-free system, the following questions need to be considered:

1. The ratio of common approaches to assessment between primary and secondary schools.

If the school does not have a unified evaluation system, children will suffer from a sharp drop in the evaluation relationship with teachers.

2. Correlation between the evaluation policy of the school and the family.

Mechanisms for constant harmonization and coordination of the assessment policy of teachers and parents of the student at all stages of education should be thought out.

Functions of Gradeless Assessment in Primary Education

Health saving -is based on the technology of pedagogical support, which is based on an emotionally friendly background of assessment, cooperation and mutual understanding of all participants in the educational process. Evaluation activities are taught through the personal support of the child.

Psychological -is associated with the development of an adequate self-esteem of the child, which contributes to the successful adaptation and self-realization of the personality of a younger student. In this case, it becomes possible for the student to internally accept the assessment, it begins to help the child learn. The development of adequate self-esteem is possible with meaningful assessment associated with overcoming such problems as fear of punishment, mania of unjust insults, anger, indifference, depression, etc.

Dynamic - is associated with the formation of a holistic concept of evaluation activity, with the assignment of a training effectiveness coefficient, in which the criterion of relative success becomes the basis for evaluation. The idea of ​​students about various models, types and forms of assessment makes it possible to obtain an objective assessment of their own development, since it can be measured in various ways and scales. The assignment of a learning efficiency coefficient implements an individual approach in educationand consists in the fact that today's achievement of the child is evaluated in comparison with what characterized him yesterday.

Implementation of health-saving, psychological and dynamic
cal functions is impossible without the implementationmethodological function
tion.As a central link in the implementation of this function
we consider school administration, methodological and psychologists
services that organize the training of teachers and parents on
all stages educational process and act as coordinators of their teachers
logical activity.

When using a gradeless system, it is important to see the growth of each student, his ability to work in the classroom and independently. It is impossible to evaluate the personal qualities of a student: features of memory, perception, attention. It is necessary to clearly define what can be assessed, which competencies.

In mathematics, the following competencies can be assessed:

Ability to perform arithmetic operations;

Ability to write short notes;

Ability to solve a problem;

Ability to draw a diagram;

With the introduction of gradeless learning special work should be done with parents. With the advent of gradeless assessment in school, parents should not give their child their grades at home, but they should see their child's successes and failures in order to address them if possible.

Of course, the system for evaluating the educational achievements of younger students should improve the psychological state of children, eliminate anxiety, encourage them to correct their previous result, help the child find himself not only in educational, but also in other activities, emphasize the individuality of each child.

6.Portfolio

The portfolio should provide a report on the student's education process, see a picture of significant educational results as a whole, provide tracking of the student's individual progress in a broad educational context, and demonstrate his ability to practically apply the acquired knowledge and skills.

A traditional portfolio is a collection of work that aims to showcase a student's educational achievement. Being essentially an alternative to traditional forms (test, exam) assessment method, the portfolio allows you to solve two problems:

1. Track the individual progress of the student, achieved by him in the process of obtaining education, beyond comparison with the achievements of other students.

2. Evaluate his educational achievements and supplement (replace) the results of testing and other forms of control. In this case, the final document of the portfolio can be considered as an analogue of the certificate (as in the American specialized school).

Portfolio is a modern form of assessment, meets the spirit of specialized education, allows you to solve the following pedagogical tasks:

Encourage the activity and independence of students, expand opportunities for learning and self-learning;

To develop the skills of reflective and evaluative activity of students;

To form the ability to learn - set goals, plan and organize their own learning activities;

To promote the individualization of education for schoolchildren;

To increase the validity of the choice of profile and the effectiveness of its correction.

With regard to the tasks of specialized education, it can be said that the portfolio serves as the basis for making the right choice of profile, an indicator of the student's focus on the chosen direction, his educational activity, readiness to move to the next stages of education and career choice. The portfolio allows for long-term monitoring of individual educational achievements of the student and the development of his sphere of interest at different levels of education.

The portfolio allows you to most fully reflect the methods and results of the student's profiling: it contains information about the subjects and courses taken in the course of profile education, about project and research activities, etc.

Portfolios have many advantages as a form of presentation of student achievement, but there are also disadvantages.

Portfolio Disadvantages

1. There is a problem of mandatory minimum and optional maximum of its corresponding elements.

2. There may be difficulties with the distribution of the "weight" of the assessment among the various elements of the portfolio.

3. It is possible that there is a contradiction between the focus of the portfolio on qualitative and quantitative assessment and the requirement of the school administration to “translate everything into a standard quantitative assessment”.

Portfolio features(T.G. Novikova)

Diagnostic - captures changes and growth over a certain period of time.

Goal setting - supports learning goals.

Motivational - encourages the results of students, teachers and parents.

Developing - ensures the continuity of the learning process from year to year.

Portfolio types (T.G. Novikova)

Portfolio of documents, or working portfolio

Includes a collection of work collected over a period of study that demonstrates the student's progress in a particular area of ​​study. This portfolio can contain any materials, including plans, drafts, which show what success the student has achieved in the learning process from the moment he set himself a certain goal until he achieved it. Therefore, both successful and unsuccessful works can be presented in the portfolio.

Process Portfolio

Reflects all phases and stages of learning. Allows you to show the entire learning process as a whole: how the student integrates special knowledge and skills and progresses, mastering certain skills, both at the initial and advanced levels. In addition, this portfolio demonstrates the process by which students reflect on their own learning experience and includes self-observation diaries and various forms of self-report and self-assessment.

Illustrative Portfolio

Allows the best assessment of student achievement in core subjects school curriculum. Can only include best work selected during a joint discussion between the student and the teacher. A mandatory requirement is a complete and comprehensive presentation of the work. As a rule, this portfolio includes a variety of audio and video recordings, photographs, electronic versions of works. Submissions may be accompanied by written comments from the student justifying the choice of submitted work.

During the transition to specialized education in Russia, the following types of portfolios have been developed: a portfolio of documents, a portfolio of works, a portfolio of reviews.

The portfolio assessment procedure is a rather complicated process and requires the involvement of students, teachers, and parents.

Factors that determine the popularity and success of a portfolio in foreign education

1. Portfolio is part of a holistic educational strategy.

2. The portfolio fully gives the student the opportunity for independence and learning initiative.

3. The portfolio is consonant with the idea of ​​"lifelong learning", that is, learning throughout life.

4. Portfolio management is well organized and systematic.

5. The work of schoolchildren with a portfolio is organized and accompanied by both well-functioning teams of specialists and carefully designed training programs and teaching aids.

7.Testing

In pedagogical practice, testing has long been used as an effective procedure for pedagogical certification. Currently, test methods of control are increasingly being introduced into domestic practice.

An analysis of domestic and foreign literature on the problems of pedagogical testing shows that only the pedagogical test that meets the criteria of testing theory, the principles and conditions for organizing pedagogical control can be effective enough.

Traditionally, in testing theory, there are two main requirements for the quality of tests: reliability and validity.

Advantages of the test form:

For a certain, rather limited, period of time, a large amount of various educational material can be tested in a large group of subjects;

High objectivity of the process of measuring and interpreting the results;

It is possible to control at the required, predetermined level; it is allowed to change the degree of difficulty of questions, typical errors occurring at this level are given as answer options;

Self-control is possible at a preliminary stage in order to evaluate the results of training;

Obtaining an objective assessment of knowledge, both for the teacher and for the student (with an understanding of their mistakes);

Fixing the attention of students not on the formation of answers, but on comprehending their essence;

The ability to automate the process of checking answers;

The ability to minimize the subjective influence of the teacher on the measurement result; |

Statistical evaluation of the results of control, and hence the learning process itself.

The advantages of test control include the ability to conduct a test at all stages of training (introductory and current, boundary and final control), which allows you to effectively manage the educational process.

However, test control has a number of disadvantages:

Significant time spent on the initial preparation of high-quality control and measuring materials (KIMs);

High probability of choosing an answer at random;

Checking only the final results of actions, difficulty on the part of the teacher, and more often the inability to trace the logic of students' reasoning;

Development of textbooks focused on the test form of control;

A small number of testers in the education system, which slows down the transition to modern testing.

Literature

1. Gladkaya I.V. Evaluation of educational results of schoolchildren.

SPb., 2008

Mathematics 2003, no. 33

3. Novikova T.G., Pinskaya M.A., Trubchenkov A.S., Fedorova E.E. Profile school No. 3, 2005

4. Potashnik M.M. The quality of education: problems and management technology.

M.: Pedagogical Society of Russia, 2002

5. Simanovsky A.E. Gradeless learning: opportunities and ways of implementation.

M.: Balass, 2003

6. Tsukerman G.A. Rating without mark.

M., 1999

Application

Evaluation of students' oral responses

Mark "5" put if the student: 1) fully presents the studied material, gives the correct definition of mathematical concepts;

2) shows an understanding of the material, can substantiate his judgments, apply knowledge in practice, give the necessary examples not only from the textbook, but also independently compiled;

3) presents the material consistently and correctly.

Mark "4" it is set if the student gives an answer that meets the same requirements as for the mark "5", but makes 1-2 mistakes, which he himself corrects, and 1-2 shortcomings not in mathematical content, but in the language of the presentation.

Mark "3" it is put if the student shows knowledge and understanding of the main provisions of this topic, but: 1) presents the material incompletely and makes inaccuracies in the definition of concepts, the formulation of theorems, rules, laws;

2) does not know how to substantiate his judgments in sufficient depth and convincingly and give his own examples;

3) presents the material inconsistently and makes mistakes.

Mark "2" is set if the student shows ignorance of most of the relevant section of the material being studied, makes mistakes in the formulation of definitions, rules, theorems, laws that distort their meaning, randomly and uncertainly presents the material. A score of "2" indicates such shortcomings in the preparation of the student, which are a serious obstacle to the successful mastery of subsequent material.

The mark ("5", "4", "3") can be put not only for a one-time answer

(when a certain time is allotted to check the student’s preparation), but also for dispersed in time, i.e. for the sum of the answers given by the student during the lesson (a lesson score is displayed), provided that during the lesson not only the student's answers were heard, but also his ability to apply knowledge in practice was tested.

Evaluation of the solution of written works

intermediate control

For gross mistakesinclude errors that reveal students' ignorance of formulas, rules, basic properties, theorems and the inability to apply them, ignorance of the methods for solving problems considered in teaching aids, as well as computational errors.

To the non-rude errors include: the loss of a root or the preservation of an extraneous root in the answer, the rejection of one of the roots without explanation, and equivalent computational errors.

To the shortcomings include: insufficiency or lack of explanations, justifications in decisions.

If the same error (the same defect) occurs several times, then this is considered as one error (one defect). Strikethroughs in the work (it is desirable that they be accurate) indicate the search for a solution, which should not be considered a mistake.

Mark "5" is set if the work is completed completely and without errors. The number of shortcomings in such work should not exceed two.

Mark "4"

a) the work is completed completely and does not contain gross errors, but contains minor errors or more than two shortcomings, or minor errors and shortcomings;

b) all tasks, except for one, are completed without errors, and one task is either not completed or contains errors.

Mark "3" placed in the following cases:

a) completed tasks that correspond to the mandatory level (LS), the mandatory learning outcomes on the topic;

b) an error was made in the task of the OS, but proceeded to the task of the HC.

Mark "2" is set if less than 50% of the tasks of the OS are completed.

Retrieving final grades

For the academic quarter and academic year, the final mark is put. It is unified and reflects in a generalized form all aspects of the student's preparation in mathematics.

The final mark should not be derived mechanically, as an arithmetic mean of the previous marks. However, in order for students to take math classes seriously throughout the school year, the results of their current performance are taken into account when deriving final grades.

When deriving the final mark, priority is given to marks for written control (independent, verification) work. Therefore, the final mark in mathematics cannot be positive if during the quarter (year) the majority control works were rated "2".

Evaluation of the oral survey in mathematics

Oral questioning is one way to check theoretical knowledge mathematics. The student's answer should be a coherent, logicalsequential message on a given topic.

When evaluating the student's answer, one must be guided by the following criteria, taking into account: the completeness and correctness of the answer; the degree of awareness, understanding of what is being studied; language design

Mark "5" is set if the student:

1) Builds an answer according to his own plan, fully presents the studied material,gives correct definitions.

2) Detects an understanding of the material, can substantiate his judgments, give the necessary examples not only from the textbook, but also independently compiled.

3) Presents the material in a certain logical sequence,mathematical language.

4) Able to apply knowledge in a new situation when performing practical tasks, can establish a connection between the studied and previously studied material in the course of mathematics.

Mark "4" is set if the student's answer satisfies the basicrequirements for answering the mark "5", but

1) Makes one minor mistake or no more than two shortcomings, which he corrects himself or with a little help from the teacher.

2) The answer is given without using your own plan, new examples.

3) The answer is given without the use of links with previously studied material learned in the study of other subjects.

Mark "3" put if the student's answer:
1) Contains a significant error.

2) Not complete, incoherent.
3) Contains gaps in the assimilation of the questions of the mathematics course, not

Interfering with the further assimilation of the material.

4) Able to apply the acquired knowledge in solving the simplest problems, but finds it difficult to solve more complex problems.

5) Made no more than one gross mistake and two shortcomings; no more than one gross and one non-gross error; no more than two - three minor errors; one minor error and three shortcomings; made four or five mistakes.

Mark "2" is set if the student has not mastered the basic knowledge and skills in accordance with the requirements of the program and made more mistakes andshortcomings than necessary for the mark "3".

Evaluation of control work

The control work is used in the frontal current and final control in order to test the knowledge and skills of schoolchildren on a fairly large and fully studied topic of the program. The content of work for a written survey can be organized according to single-level and multi-level options that differ in degree of complexity. The instruction offered to schoolchildren explains to them that each
can choose a job of any complexity. At the same time, for the correct implementation of option A, the student will receive a mark no higher than "3", for option B - no higher than the mark "4", and for option C - a mark of "5". If the student wishes, the teacher can assist in choosing a work option.

Level A - these are the tasks that correspond to the required learning outcomes on the topic. Mistakes of any kind are not allowed.

Level B - these are the exercises of the main educational material of the program. They are discussed in the classroom, but are not so simple or important that the ability to perform them becomes mandatory for all students. A student may make minor mistakes, shortcomings.

Level B - this is elevated level, which is determined by the increased requirement for the preparation of a student in mathematics. In order to make a decision, one must be able to apply knowledge in new environment, with unusual combinations of data, have good technical skills.

Mark "5" is putfor the correct performance of all tasks with 1 or 2 shortcomings. G

Mark "4" is put,if 1 mistake and 2 shortcomings are made; 3 or 4 flaws.

Mark "3" is put,if half of the tasks are completed.

Mark "2" is put,if significant errors are made showing that the student has not mastered the required learning outcomes.

List of errors.

1. Gross mistakes:

Ignorance of the definitions of basic concepts, laws, rules, basic provisions of the theory, formulas, units of measurement of quantities found in mathematics;

Inability to highlight the main thing in the answer;

Inability to apply knowledge to solve problems;

Errors showing a misunderstanding of the condition of the problem, the rules for writing the solution in mathematical language or a misinterpretation of the solution;

2. Non-gross errors:

Inaccuracies in wording, definitions, concepts, laws, caused by incomplete coverage of the main features of the concept being defined;

Ignorance of methods for solving problems similar to those previously solved in the classroom

3. Disadvantages:

Careless record keeping;

Spelling and punctuation errors.

Mathematics portfolio option

Section 1 "Hello, it's me!"

1.1. "Let's Get Acquainted"

1. Surname, name, patronymic

2.Date of birth

3.Place of birth

4.Address

5. Favorite place where you live now

6. Main character traits

7. Leisure activities

8. TV shows

9. Attitude towards reading, books

10. Music preferences

11. Favorite sport

12. Hobby

13. Classes in circles

1.2. "Math Around Me"

1. Calculation of biopotential by date of birth

2. Calculation of character traits by date of birth (Hindu square)

3. Building a graph of the cycle of life

4. Mathematical discoveries, people, scientists connected by the same place of birth with me

5. Interesting observations, coincidences associated with numbers, figures

1.3. "Why do I need math?"

1. Life plans of the student related to mathematics

2. How did mathematics help in life? - Stories from the life of family and friends

3. Mathematical family tree - the biggest achievements in the field of mathematical knowledge among my family members

Section 2 "My progress in mathematics"

2.1. "I'm in the world of numbers"

Documented individual, educational achievements are placed in this chapter. These include the results of intellectual development, namely:

Annual final marks in mathematics for each year of study;

Average score for control, test, verification work for each year of study;

The average score of the certificate of incomplete secondary education;

Average score of results state exams for previous years of study;

Additional points for participation in various competitions, scientific and practical conferences, olympiads.

2.2. "Official documents"

Here will be stored a kind of "evidence" of the student about the work done by him, learning, both in school and outside of it:

Diploma of a participant or winner of the Olympiads, both at the school level and above;

Certificates of participation in competitions;

Diplomas;

Thanks.

Section 3 "Mathematical activity"

3.1. "Me and Mathematics"

Materials are invested here about what interested the student in this subject, why he decided to make a portfolio on this subject.

By reviewing this course choice, students will be able to:

To form ideas about the main stages and the most significant events in the development of mathematics;

Increase cognitive interest in the study of mathematics, using active methods and modern technical teaching aids.

To develop independence, elements of search activity, searching for information on the Internet on a given topic.

To form the skills and abilities of summarizing information, highlighting the main thing in the studied material, building a message, the ability to make assumptions, explain and justify them, put forward problems and reformulate tasks.

3.2. "I'm in math"

This chapter contains works, projects, models created by students in the subject area "mathematics". Considering that the child can additionally study this subject and make progress in studying it not only at the school level, or vice versa: he did not have the opportunity to prove himself outside the walls of the school, it is proposed to break this chapter into parts:

"I am at school";

"I'm in the area";

"I'm in the city".

Design work. The topic of the project is indicated, a description of the work is given. Perhaps an application in the form of photographs, text of the work in printed or electronic form.

Research papers and abstracts. The studied materials, the title of the abstract, the number of pages, illustrations, etc. are indicated.

Technical creativity: models, layouts, devices. A specific work is indicated, its brief description is given.

Elective courses and electives. A record is made about the name of the course, its duration, the form in which the classes were held.

Classes in institutions additional education, on various training courses. The name of the institution or organization, the duration of the classes and their results are indicated.

Participation in olympiads and competitions. The type of event, the time of its holding, the result achieved by the student are indicated.

Participation in scientific conferences, training seminars and camps. The topic of the event, the name of the organization that organized it, and the form of student participation in it are indicated.

Other.

Section 4 "Opinions of others"

The section should contain reviews of competent people:

Reviews for research work or project;

Own assessment of the results achieved in the field of mathematics, their abilities and strength for further study, work.

Grade 9 Algebra. Final examination.

Criteria for evaluating tasks with a detailed answer

1. General approaches to the formation of evaluation criteria.The requirements for completing tasks with a detailed answer are as follows: the solution must be mathematically literate and complete, from which the student's reasoning must be clear. The design of the decision must ensure the fulfillment of the above requirements, but otherwise it can be arbitrary.

If the student's solution satisfies these requirements, then he is put up for the task. maximum amount points: No. 17 - 2 points, No. 18 and 19 - 4 points, No. 20 and 21 - 6 points. If a typo or error is made in the solution that does not affect the correctness of the overall course of the solution (even with an incorrect answer) and allows, despite its presence, to draw a conclusion about the mastery of the material, then the student is credited with a number of points less than the indicated one by 1.

Some of the general items that are the basis for a one-unit deduction are described below.

Task 17 (2 points).For the decision is exposed 1 point if it does not contain errors, but is not complete, for example, there is no answer to additional question(if any), factorization or fraction reduction not completed; or there is one typo / error in the solution that does not fundamentally affect the course of the solution, taking into account it, all further steps were performed correctly, the solution was completed.

Tasks 18 and 19 (4 points).For the decision is exposed 3 points if there are no errors in it, but it is not complete, for example, there is no answer to an additional question (if any); or the course of the solution is correct, the answer is received, but there is a typo or a non-principal error (for example, an error in the calculation), and taking into account it, the further steps are performed correctly, the solution is completed.

Tasks 20 and 21 (6 points).For the decision is exposed 5 points, if the work contains a correct, completed solution, but it lacks explanations that are essentially necessary for the task and are a step in the solution, or the existing explanations contain logical errors; or the solution is "almost correct", i.e. the course of the solution is correct, it has been completed, but there is one non-principal computational error / omission, taking into account it, the further steps were performed correctly.

In the evaluation criteria for each specific task of the second part of the examination paper, given below, these general positions are specified and supplemented taking into account the content of the task. Criteria are developed in relation to one of the possible solutions, namely the one described in the recommendations. If there are other solutions in the works of students, the criteria are developed by the subject committee, taking into account the general approaches described. Students' decisions may contain shortcomings that are not reflected in the criteria, but which, nevertheless, make it possible to assess the result of the assignment positively (with a deduction of one point). In such cases, the decision on how to qualify such a defect is made by the subject committee.

Thesaurus

Thesaurus – a dictionary of commonly used concepts and terms in any branch of knowledge (education)

Grade - expresses the degree of compliance of the results of the student's educational actions with the norms (models) of these actions.

Mark - symbol, external evaluation expression.

Grade - this is an opinion about the quality, dignity of someone.(“ Brief explanatory dictionary”)

Grade - an opinion about the value, level or significance of someone or something(S.I. Ozhegov “ Dictionary")

mark - designation of the assessment of students' knowledge(I.A. Gorodetskaya, T.N. Popovtseva and others.“ Brief explanatory dictionary”)

Formative assessmentis a progressive process that takes place throughout the school year and is designed to improve the system being assessed.

Result is an objective characteristic of the product

Achievement is a subjective experience of the result as a significant positive event

Success - this is the subjective experience of achievement as a significant positive event; represents a subjectively experienced state of joy in a situation where the desired and the achieved coincide.

Self-esteem is the result of constantly comparing what a person observes in himself with what he assumes others see in him. (M.G.Kazakina)

Self-esteem - This is an assessment of oneself, one's achievements and shortcomings. main meaning self-assessment consists in the self-control of the student, his self-regulation, self-examination of his own activities. (M.M.Potashnik)

Test - a tool consisting of a statistically verified system of tasks, a standardized procedure for conducting and a pre-designed technology for processing and analyzing results designed to assess the qualities and properties of a person, the change of which is possible as a result of systematic training.

Validity - reasonableness corresponding to reality, suitability

Test- one of the components of the structure of the didactic test, which includes brief instructions for the subject, test task, standard answer

PISA- Program for International Student Assessment - a program of comparative study and assessment of student achievement different countries, an international study carried out by the Organization for Economic Cooperation and Development

Portfolio is a purposeful collection of student work that demonstrates their efforts, progress, or accomplishments in one or more areas. The collection should involve students in the selection of its content, the definition of criteria for its selection; should contain criteria for evaluating the portfolio and a certificate of student reflection. (D. Meyer)

Reflection - one of the types of theoretical activity of a person, aimed at comprehending by him his own actions and signs

Competence - the ability to carry out complex culturally appropriate types of actions based on acquired knowledge and life experience

Skill – automated action devoid of meaningfulness

Intelligence, general intelligence- ability to learn

Creativity - Creative skills

Score - learned unit for assessing the results of a test or task on a specific scale

Diagnostics - precise definition the results of the didactic process;

region psychological science developing methods for identifying and measuring individual psychological characteristics of a person

Control - monitoring the process of mastering knowledge, skills and abilities

Examination - a system of actions and operations to control the assimilation of knowledge, skills and abilities

Grading systems

1. Point system

Students' knowledge is assessed differently in all countries of the world. In Russia - 5 points, in England - 6 points, in Poland - 6 points, in France - 20 points, in Moldova - 12 points, in Ukraine - 12 points, in Belarus - 10 points, in Latvia - 10-point system, in the USA - 100-point system, 100 - point system - USE (testing).

In France today they study according to the 20-point system. Moreover, aerobatics is considered to earn 14-16 points, and those who receive 10-14 can safely be called good students.

In the educational system of Russia, a system for assessing the knowledge of students has been adopted for use, which was determined by unified state programs back in the Soviet school.

^ The content of the five-point system of marks

(G.I. Shchukina “Pedagogy of the school)

The mark "5" ("excellent") is given for a deep understanding of the program material, for the ability to independently explain the provisions being studied, for a logical and literary correct answer, for the persuasiveness and clarity of the answer, when the student does not make mistakes.

The mark “4” (“good”) is given for the correct and deep assimilation of the program material, however, inaccuracies and minor errors are allowed in the answer, both in the content and in the form of constructing the answer.

The grade “3” (“mediocre”) indicates that the student knows the basic, essential provisions of the educational material, but does not know how to explain them, makes individual mistakes and inaccuracies in the content of knowledge and the form of constructing an answer.

The grade "2" ("bad") is given for poor mastery of the material, and not for lack of knowledge. An unsatisfactory answer shows that the student is familiar with the educational material, but does not highlight the main provisions, makes significant mistakes that distort the meaning of what was learned. He conveys information that he remembered from the words of the teacher or from the textbook, but which is not logically processed in his mind, not brought into the system of scientific provisions, arguments.

Grade "1" (very bad) is given when the student is not familiar with the training material.

^ 10-point scoring system

10 points (5+) deserves a student who has discovered a comprehensive, systematic and deep knowledge of the educational program material, independently completed all the tasks provided for by the program, deeply mastered the basic and additional literature recommended by the program, actively worked in practical, laboratory classes, understands the basic scientific concepts of the studied a discipline that has shown creativity and a scientific approach in understanding and presenting the educational program material, whose answer is distinguished by the richness and accuracy of the terms used, the material is presented consistently and logically.

9 points (5) deserves a student who has discovered a comprehensive, systematic knowledge of the educational program material, independently completed all the tasks provided for by the program, deeply mastered the basic literature and is familiar with additional literature recommended by the program, actively worked in practical, laboratory classes, showed the systematic nature of knowledge in the discipline, sufficient for further study, as well as the ability to replenish them independently, whose answer is distinguished by the accuracy of the terms used, the material is presented consistently and logically.

8 points (4+) deserves a student who has discovered full knowledge of the educational program material, does not allow significant inaccuracies in the answer, independently completed all the tasks provided for by the program, mastered the basic literature recommended by the program, actively worked in practical, laboratory classes, showed the systematic nature of knowledge in the discipline sufficient for further study, as well as the ability to replenish them independently.

7 points (4) deserves a student who has revealed a fairly complete knowledge of the educational program material, does not allow significant inaccuracies in the answer, independently completed all the tasks provided for by the program, mastered the basic literature recommended by the program, actively worked in practical, laboratory classes, showed the systematic nature of knowledge in the discipline sufficient for further study, as well as the ability to replenish them independently.

6 points (4-) deserves a student who has found a fairly complete knowledge of the educational program material, does not allow significant inaccuracies in the answer, independently completed the main tasks provided for by the program, mastered the basic literature recommended by the program, was sufficiently active in practical and laboratory classes, showed the systematic nature of knowledge in discipline, sufficient for further study.

5 points (3+) deserves a student who has found knowledge of the basic educational and program material in the amount necessary for further study, who has not been active in practical and laboratory classes, who has mastered the basic literature recommended by the program, who independently completed the main tasks provided for by the program, but made some errors in performing them or in answering the exam, but having the necessary knowledge to eliminate them on their own.

4 points (3) deserves a student who has found knowledge of the basic educational and program material to the extent necessary for further study, who has not been active in practical and laboratory classes, who has mastered the basic literature recommended by the program, who independently completed the main tasks provided for by the program, however, made some errors in their performing or answering the exam, but having the necessary knowledge to eliminate errors under the guidance of a teacher.

3 points (3-) deserves a student who has discovered knowledge of the basic educational and program material in the amount necessary for further study, who was not active in practical and laboratory classes, who independently completed the main tasks provided for by the program, but made errors in their implementation or in answering the exam, but having the necessary knowledge to eliminate the most significant errors under the guidance of a teacher.

2 points (2) is issued to a student who has discovered gaps in knowledge or lack of knowledge in a significant part of the main educational and program material, who has not independently completed the main tasks provided for by the program, has made fundamental errors in the implementation of the tasks provided for by the program, has not worked out the main practical, laboratory classes, and makes significant mistakes when answered, and who cannot continue their studies without additional classes in the relevant discipline.

1 point - no answer (refusal to answer, the answer presented is completely not on the merits of the questions contained in the assignment).

2. Binary system

A) pass - fail;

B) right or wrong.

In 2003, the Ministry of Education of the Russian Federation, in order to implement the Concept for the Modernization of Russian Education, proposed changing the assessment system in the lessons of physical culture, fine arts, and music. This was explained by the fact that "these subjects require the presence of natural inclinations and individual abilities of students, and the mark in these subjects evaluates not so much the knowledge and skills of students as the possibility of their personal achievements in the field of physical culture and art." Therefore, it was recommended to switch to the pass/fail system.

The rating system for assessing knowledge in one form or another has existed for a long time. It is used in many Western universities, in educational institutions in the United States, in African countries, in which the educational systems of the former metropolises have been preserved, as well as in some universities of our country.

The advantages associated with the use of the rating system of knowledge control as a means of successfully mastering various disciplines are obvious, since they can significantly increase the efficiency of both the teacher and the students themselves due to a number of factors.

1. 
   The maximum possible interest of students in this situation is stimulated in a particular topic of the lesson, and, consequently, in the discipline as a whole.
2. 
   The learning process covers all students, their behavior is controlled by the teacher and classmates.
3. 
   The spirit of competition and rivalry, originally incorporated in human nature, finds the best way out in a voluntary game form that does not cause a negative repulsive and, most importantly, painful stress reaction.
4. 
   Elements of creativity and introspection develop, additional reserves of the individual are activated, due to the increased motivation of students, which pave the way for the gradual erasure of rigid distance boundaries between the teacher and students. Students tend to rethink certain concepts, taking into account their own experience.
5. 
   There is a turn in the thinking and behavior of the student in the direction of a more productive and active search activity.
6. 
   There is a differentiation of the significance of the marks received by the student for the performance of various types of work (independent, control, "cut", current, etc.), and the current or final assessment reflects the amount of labor invested by the student to a greater extent than his abilities.
7. 
   There is an opportunity to improve the obtained estimate .

Evaluation of knowledge in points does not cause stress, does not offend. A student being graded is like going up or down stairs. The main purpose of the knowledge rating control system is ranking according to the success of mastering the studied material.

You can offer students tests, in which each task has its own score. And then the class sets a rating for mastering the relevant topic.

However, despite all its advantages, the rating system for assessing knowledge has not been widely used, especially at school. There are several reasons for this: the additional burden of registering points and processing them, the lack of didactic material on the application of the system in specific lessons.

1. Determine the list of concepts that students should learn in this topic, and the level of their assimilation.

A) reproductive: the student must reproduce this concept in the form in which it was voiced in the lesson by the teacher, written down in the textbook, notebook;

B) productive: the student in the lesson must, on the basis of this concept, perform typical exercises, answer questions (that is, understand);

C) partially search - based on the concept, the student not only performs typical exercises, but also transfers this concept to new conditions for solving non-standard tasks;

D) creative: the student discovers new knowledge (concepts) in the course of research, mental or mathematical experiment.

The level of assimilation offered for the most prepared students (as additional tasks) is indicated in brackets. It is also necessary to note the concepts specified in the minimum requirements for the subject. The marked concepts correspond to the mark "satisfactory" on this topic.

2. Determine the list of skills that, in accordance with thematic planning, the student needs to master. Mark the level of assimilation of each of the listed skills, mark the required skills in accordance with the mandatory requirements for the subject.

3. Determine the type of control (oral test or survey, written work, dictation, practical or laboratory work, etc.), as well as the level of complexity of the tasks. For example, the least complex work that requires simple memorization is scored no more than 5 points. Works involving the performance of typical (standard) exercises have a “cost” of 10 points. The control containing elements of creative tasks is estimated at 15 points. Final examinations have a price of 30-50 points (depending on the complexity and size of the topic). Practical work, although considered the most difficult, is estimated at 10 points, as it is performed by students in groups or pairs.

1. One of the mandatory properties of the system is its openness - students must know the "rules of the game": know the "cost" of any activity, understand how you can get points and what you can lose them for, etc. To fulfill this property, students must be cost table available. You can make it in the form of a poster and hang it in the office, you can make printouts of the table for each student.

2. With a tiered approach to assessing knowledge, the same actions performed at different levels are evaluated with a different number of points. For example, points for solving problems of different levels will vary from 3 to 10.

3. "Table of cost" can be changed. So, for example, if the teacher believes that students need to pay more attention to solving problems, points for this activity can be increased. Many students do not know how to correctly format tasks: enter the following line in the score table: “Correct design of the task” - and when setting a mark for tasks, consider completing this action as well. After fixing this skill, it can be excluded from the table.

4. It is necessary to use the stimulating role of additional points:

A) Encourage faster completion of tasks in the lesson. For example, when performing written work, a time coefficient should be applied, that is, the earlier you handed over the work, the more additional points you received;

B) encourage faster completion of the program by individual students. For example, if a student is ready to take a test or write an independent work 5 days ahead of the whole class, you can add 1 point to him for each day;

C) Encourage students to help other students and the teacher. For example, give extra points for explaining or checking a topic, etc.

All these additional points are approximate and may vary depending on the activity of students: with a lot of activity, points can be reduced, and vice versa (but changes should be made reasonably and best of all in the new academic year).

For missing lessons without a good reason;

For being late for the lesson;

For late work;

For inaccurate notebook keeping.

1) before any work, the date and its type (home or class) must be written;

2) all pages in the notebook must be numbered, have margins;

3) all work must be done carefully.

Creative tasks can be performed in pairs or in a group, but then the points for them must be reduced or divided between students.

Thus, with a rating system for evaluating student achievements, a wide variety of forms and methods of organizing educational and cognitive activities can be used, but the most important thing is to arouse students' interest in the subject and arouse the desire to engage in it in the future.

2) the attitude to homework has changed: the guys began to do their homework with great desire and received high marks for it;

3) in the case of a small number of points for written work, students came to rewrite them after school hours;

4) the progress of students has increased in comparison with the five-point assessment system.

The rating system gives students the right to choose how to advance through the levels of education. With a rating system, the student has the opportunity to fulfill himself to a greater extent, and this contributes to the motivation of learning. Schoolchildren develop such qualities as independence and collectivism.

The position of the teacher in the educational process is also fundamentally changing. First of all, his role is changing. The task of the teacher is to motivate students, manage their educational and cognitive activities and directly advise students. The teacher, as it were, talks with the student, activates him for reasoning, searching, conjecture, encourages, orients him towards success.

4.Weight rating system

When determining the final mark for a quarter or half a year, one cannot be guided by the arithmetic mean. Each assessment has its own "the weight" and expresses indicators of various activities of students.

If the marks are designated as A 1 , A 2 , A 3 etc., then the “weight” of the mark is determined as the product of its numerical expression by the corresponding coefficient. The final mark And the total can be calculated by the formula:

^ Table of coefficients of significance of marks

5. Unmarked assessment

Gradeless learning is a search for a new approach to the assessment system that would overcome the shortcomings of the existing "grading" assessment system.

The ungraded system is already firmly established in elementary school.

The priority goal of education in elementary school is the formation of learning activities as the desire and ability to learn, the development of cognitive interests and readiness for learning in the main link.

One of the goals of gradeless learning is to make student assessment more meaningful, objective, and differentiated. According to psychologists, this will allow the teacher, firstly, not to harm the emotional health of the child and, secondly, to form knowledge and skills more effectively.

The second important goal of non-marking education is to form and develop children's evaluative activity. Making the pedagogical process humane and focused on the personality of the child. This becomes both a condition and a result of cooperation between the teacher and children, reinforces mutual understanding and interaction.

^ Principles of gradeless learning (G.A. Zuckerman)

1. Student self-assessment must precede teacher assessment. The discrepancy between these two assessments is the subject of a special discussion, in which the objectification of assessment criteria is born.

2. Self-assessment of students should be gradually differentiated. Already in the first grade, the child must learn to see his work as the sum of many skills, each of which has its own evaluation criterion.

3. Only the achievements of students presented by the children themselves for evaluation should be evaluated, based on the rule “add, not subtract”.

^ 4. Meaningful self-assessment must be inseparable from the ability to control oneself.

5. Students should have the right to independently choose the complexity of controlled tasks, the complexity and volume of homework.

^ 6. First of all, the dynamics of the educational success of students relative to themselves should be assessed.

7. Students should have the right to doubt and ignorance, which is formalized in the classroom and at home in a special way.

Principles of ungraded learning (A.E. Simanovsky)

1. The principle of grading the difficulty of educational material, which implies in the structure of any educational material to provide for the types of tasks that students of any level of training are able to cope with.

2. The principle of freedom of choice by the student of the difficulty of the educational task, the implementation of which allows him to realize his responsibility for the results of educational activities and form an adequate self-esteem. At the same time, some students can achieve significant academic achievements by completing a large number of simple tasks (showing diligence), while others can complete a small number of complex tasks (showing intelligence and creativity).

3. The principle of gradual accumulation of achievements: students with a low rate of learning will be able to feel successful even at the first stages of the formation of learning skills, if there are no restrictions on the time and forms of educational work to be assessed.

4. The principle of freedom: at any given time, the student must be able to improve his achievements. To do this, students are offered from time to time to return to the tasks of completed educational topics or to previously assessed skills.

Operation in the mode of ungraded learning requires the presence of certain conditions.

If an educational institution switches to an ungraded system, the following questions should be considered:

1. The ratio of common approaches to assessment between primary and secondary schools.

If the school does not have a unified evaluation system, children will suffer from a sharp drop in the evaluation relationship with teachers.

2. Correlation between the evaluation policy of the school and the family.

Mechanisms for constant harmonization and coordination of the assessment policy of teachers and parents of the student at all stages of education should be thought out.

^ Functions of Gradeless Assessment in Primary Education

Health saving - is based on the technology of pedagogical support, which is based on an emotionally friendly background of assessment, cooperation and mutual understanding of all participants in the educational process. Evaluation activities are taught through the personal support of the child.

Psychological - is associated with the development of an adequate self-esteem of the child, which contributes to the successful adaptation and self-realization of the personality of a younger student. In this case, it becomes possible for the student to internally accept the assessment, it begins to help the child learn. The development of adequate self-esteem is possible with meaningful assessment associated with overcoming such problems as fear of punishment, mania of unjust insults, anger, indifference, depression, etc.

Dynamic - is associated with the formation of a holistic concept of evaluation activity, with the assignment of a training effectiveness coefficient, in which the criterion of relative success becomes the basis for evaluation. The idea of ​​students about various models, types and forms of assessment makes it possible to obtain an objective assessment of their own development, since it can be measured in various ways and scales. The assignment of the learning efficiency coefficient implements an individual approach in education and consists in the fact that today's achievement of the child is evaluated in comparison with what characterized him yesterday.

Implementation of health-saving, psychological and dynamic
cal functions is impossible without the implementation methodological function
tion. As a central link in the implementation of this function
we consider school administration, methodological and psychologists
services that organize the training of teachers and parents on
all stages of the educational process and act as coordinators of their teachers
logical activity.

When using a gradeless system, it is important to see the growth of each student, his ability to work in the classroom and independently. It is impossible to evaluate the personal qualities of a student: features of memory, perception, attention. It is necessary to clearly define what can be assessed, which competencies.

In mathematics, the following competencies can be assessed:

Ability to perform arithmetic operations;

Ability to write short notes;

Ability to solve a problem;

Ability to draw a diagram;

With the introduction of gradeless education, special work should be done with parents. With the advent of gradeless assessment in school, parents should not give their child their grades at home, but they should see their child's successes and failures in order to address them if possible.

Of course, the system for evaluating the educational achievements of younger students should improve the psychological state of children, eliminate anxiety, encourage them to correct their previous result, help the child find himself not only in educational, but also in other activities, emphasize the individuality of each child.

6.Portfolio

The portfolio should provide a report on the student's education process, see a picture of significant educational results as a whole, provide tracking of the student's individual progress in a broad educational context, and demonstrate his ability to practically apply the acquired knowledge and skills.

A traditional portfolio is a collection of work that aims to showcase a student's educational achievement. Being essentially an alternative to traditional forms (test, exam) assessment method, the portfolio allows you to solve two problems:

1. Track the individual progress of the student, achieved by him in the process of obtaining education, beyond comparison with the achievements of other students.

2. Evaluate his educational achievements and supplement (replace) the results of testing and other forms of control. In this case, the final document of the portfolio can be considered as an analogue of the certificate (as in the American specialized school).

Portfolio is a modern form of assessment, meets the spirit of specialized education, allows you to solve the following pedagogical tasks:

Encourage the activity and independence of students, expand opportunities for learning and self-learning;

To develop the skills of reflective and evaluative activity of students;

To form the ability to learn - set goals, plan and organize their own learning activities;

To promote the individualization of education for schoolchildren;

To increase the validity of the choice of profile and the effectiveness of its correction.

With regard to the tasks of specialized education, it can be said that the portfolio serves as the basis for making the right choice of profile, an indicator of the student's focus on the chosen direction, his educational activity, readiness to move to the next stages of education and career choice. The portfolio allows for long-term monitoring of individual educational achievements of the student and the development of his sphere of interest at different levels of education.

The portfolio allows you to most fully reflect the methods and results of the student's profiling: it contains information about the subjects and courses taken in the course of profile education, about project and research activities, etc.

Portfolios have many advantages as a form of presentation of student achievement, but there are also disadvantages.

^ Portfolio Disadvantages

1. There is a problem of mandatory minimum and optional maximum of its corresponding elements.

2. There may be difficulties with the distribution of the "weight" of the assessment among the various elements of the portfolio.

3. It is possible that there is a contradiction between the focus of the portfolio on qualitative and quantitative assessment and the requirement of the school administration to “translate everything into a standard quantitative assessment”.

^ Portfolio features (T.G. Novikova)

Diagnostic - captures changes and growth over a certain period of time.

Goal setting - supports learning goals.

Motivational - encourages the results of students, teachers and parents.

Developing - ensures the continuity of the learning process from year to year.

^ Portfolio types(T.G. Novikova)

Portfolio of documents, or working portfolio

Includes a collection of work collected over a period of study that demonstrates the student's progress in a particular area of ​​study. This portfolio can contain any materials, including plans, drafts, which show what success the student has achieved in the learning process from the moment he set himself a certain goal until he achieved it. Therefore, both successful and unsuccessful works can be presented in the portfolio.

Process Portfolio

Reflects all phases and stages of learning. Allows you to show the entire learning process as a whole: how the student integrates special knowledge and skills and progresses, mastering certain skills, both at the initial and advanced levels. In addition, this portfolio demonstrates the student's process of reflecting on their own learning experiences and includes self-observation diaries and various forms of self-report and self-assessment.

Illustrative Portfolio

Allows you to best assess the student's achievements in the main subjects of the school curriculum. It may include only the best works selected in the course of a joint discussion between the student and the teacher. A mandatory requirement is a complete and comprehensive presentation of the work. As a rule, this portfolio includes a variety of audio and video recordings, photographs, electronic versions of works. Submissions may be accompanied by written comments from the student justifying the choice of submitted work.

During the transition to specialized education in Russia, the following types of portfolios have been developed: a portfolio of documents, a portfolio of works, a portfolio of reviews.

The portfolio assessment procedure is a rather complicated process and requires the involvement of students, teachers, and parents.

^ Factors that determine the popularity and success of a portfolio in foreign education

1. Portfolio is part of a holistic educational strategy.

2. The portfolio fully gives the student the opportunity for independence and learning initiative.

3. The portfolio is consonant with the idea of ​​"lifelong learning", that is, learning throughout life.

4. Portfolio management is well organized and systematic.

5. The work of schoolchildren with a portfolio is organized and accompanied by both well-functioning teams of specialists and carefully designed training programs and teaching aids.

7.Testing

In pedagogical practice, testing has long been used as an effective procedure for pedagogical certification. Currently, test methods of control are increasingly being introduced into domestic practice.

An analysis of domestic and foreign literature on the problems of pedagogical testing shows that only the pedagogical test that meets the criteria of testing theory, the principles and conditions for organizing pedagogical control can be effective enough.

Traditionally, in testing theory, there are two main requirements for the quality of tests: reliability and validity.

^ Advantages of the test form:

For a certain, rather limited, period of time, a large amount of various educational material can be tested in a large group of subjects;

High objectivity of the process of measuring and interpreting the results;

It is possible to control at the required, predetermined level; it is allowed to change the degree of difficulty of questions, typical errors occurring at this level are given as answer options;

Self-control is possible at a preliminary stage in order to evaluate the results of training;

Obtaining an objective assessment of knowledge, both for the teacher and for the student (with an understanding of their mistakes);

Fixing the attention of students not on the formation of answers, but on comprehending their essence;

The ability to automate the process of checking answers;

The ability to minimize the subjective influence of the teacher on the measurement result; |

Statistical evaluation of the results of control, and hence the learning process itself.

The advantages of test control include the ability to conduct a test at all stages of training (introductory and current, boundary and final control), which allows you to effectively manage the educational process.

^ However, test control has a number of disadvantages:

Significant time spent on the initial preparation of high-quality control and measuring materials (KIMs);

High probability of choosing an answer at random;

Checking only the final results of actions, difficulty on the part of the teacher, and more often the inability to trace the logic of students' reasoning;

Development of textbooks focused on the test form of control;

A small number of testers in the education system, which slows down the transition to modern testing.

Literature

1. Gladkaya I.V. Evaluation of educational results of schoolchildren.

Mathematics 2003, no. 33

3. Novikova T.G., Pinskaya M.A., Trubchenkov A.S., Fedorova E.E. Profile school No. 3, 2005

4. Potashnik M.M. The quality of education: problems and management technology.

M.: Pedagogical Society of Russia, 2002

5. Simanovsky A.E. Gradeless learning: opportunities and ways of implementation.

M.: Balass, 2003

6. Tsukerman G.A. Rating without mark.

Application

Evaluation of students' oral responses

^ The mark "5" is given if the student: 1) fully presents the studied material, gives the correct definition of mathematical concepts;

2) shows an understanding of the material, can substantiate his judgments, apply knowledge in practice, give the necessary examples not only from the textbook, but also independently compiled;

^ 3) presents the material consistently and correctly.

The mark "4" is given if the student gives an answer that meets the same requirements as for the mark "5", but makes 1-2 mistakes, which he corrects himself, and 1-2 shortcomings not in mathematical content, but in the language of the presentation.

Mark "3" is given if the student shows knowledge and understanding of the main provisions of this topic, but: 1) presents the material incompletely and makes inaccuracies in the definition of concepts, formulation of theorems, rules, laws;

^ 2) does not know how to substantiate his judgments in sufficient depth and convincingly and give his own examples;

3) presents the material inconsistently and makes mistakes.

The mark "2" is set if the student shows ignorance of most of the relevant section of the material being studied, makes mistakes in the formulation of definitions, rules, theorems, laws that distort their meaning, randomly and uncertainly presents the material. A score of "2" indicates such shortcomings in the preparation of the student, which are a serious obstacle to the successful mastery of subsequent material.

^ The mark ("5", "4", "3") can be put not only for a one-time answer

(when a certain time is allotted to check the student’s preparation), but also for dispersed in time, i.e. for the sum of the answers given by the student during the lesson (a lesson score is displayed), provided that during the lesson not only the student's answers were heard, but also his ability to apply knowledge in practice was tested.

^ Evaluation of the solution of written works

intermediate control

Gross errors include errors that reveal students' ignorance of formulas, rules, basic properties, theorems and the inability to apply them, ignorance of the methods for solving problems considered in textbooks, as well as computational errors.

Non-gross errors include: the loss of a root or the preservation of an extraneous root in the answer, the rejection of one of the roots without explanation, and equivalent computational errors.

^ Shortcomings include: insufficiency or lack of explanations, justifications in decisions.

If the same error (the same defect) occurs several times, then this is considered as one error (one defect). Strikethroughs in the work (it is desirable that they be accurate) indicate the search for a solution, which should not be considered a mistake.

^ The mark "5" is put in the event that the work is completed completely and without errors. The number of shortcomings in such work should not exceed two.

Mark "4" is placed in the following cases:

a) the work is completed completely and does not contain gross errors, but contains minor errors or more than two shortcomings, or minor errors and shortcomings;

b) all tasks, except for one, are completed without errors, and one task is either not completed or contains errors.

^ Mark "3" is placed in the following cases:

a) completed tasks that correspond to the mandatory level (LS), the mandatory learning outcomes on the topic;

b) an error was made in the task of the OS, but proceeded to the task of the HC.

The mark "2" is set if less than 50% of the tasks of the OS are completed.

^ Retrieving final grades

For the academic quarter and academic year, the final mark is put. It is unified and reflects in a generalized form all aspects of the student's preparation in mathematics.

The final mark should not be derived mechanically, as an arithmetic mean of the previous marks. However, in order for students to take math classes seriously throughout the school year, the results of their current performance are taken into account when deriving final grades.

When deriving the final mark, priority is given to marks for written control (independent, verification) work. Therefore, the final mark in mathematics cannot be positive if during the quarter (year) most of the tests were evaluated with a score of "2".

^ Evaluation of the oral survey in mathematics

Oral questioning is one of the ways to test theoretical knowledge in mathematics. The student's answer should be a coherent, logically consistent message on a given topic.

When evaluating the student's answer, one must be guided by the following criteria, taking into account: the completeness and correctness of the answer; the degree of awareness, understanding of what is being studied; language design

^ Mark "5" is set if the student:

1) Builds an answer according to his own plan, fully presents the studied material, gives the correct definition of concepts.

2) Detects understanding of the material, can substantiate his judgments, give the necessary examples not only from the textbook, but also independently compiled.

3) Presents the material in a certain logical sequence, in mathematical language.

4) Able to apply knowledge in a new situation when performing practical tasks, can establish a connection between the studied and previously studied material in the course of mathematics.

^ Mark "4" is set if the student's answer satisfies the basic requirements for the answer to the mark "5", but

1) Makes one minor mistake or no more than two shortcomings, which he corrects himself or with a little help from the teacher.

2) The answer is given without using your own plan, new examples.

3) The answer is given without the use of links with previously studied material learned in the study of other subjects.

^ Mark "3" put if the student's answer:
1) Contains a significant error.

2) Not complete, incoherent.
3) Contains gaps in the assimilation of the questions of the mathematics course, not

Interfering with the further assimilation of the material.

4) Able to apply the acquired knowledge in solving the simplest problems, but finds it difficult to solve more complex problems.

5) Made no more than one gross mistake and two shortcomings; no more than one gross and one non-gross error; no more than two - three minor errors; one minor error and three shortcomings; made four or five mistakes.

^ Mark "2" is set if the student has not mastered the basic knowledge and skills in accordance with the requirements of the program and made more mistakes and shortcomings than necessary for the mark "3".

^ Evaluation of control work

The control work is used in the frontal current and final control in order to test the knowledge and skills of schoolchildren on a fairly large and fully studied topic of the program. The content of work for a written survey can be organized according to single-level and multi-level options that differ in degree of complexity. The instruction offered to schoolchildren explains to them that each
can choose a job of any complexity. At the same time, for the correct implementation of option A, the student will receive a mark no higher than "3", for option B - no higher than the mark "4", and for option C - a mark of "5". If the student wishes, the teacher can assist in choosing a work option.

^ Level A - these are tasks that correspond to the required learning outcomes on the topic. Mistakes of any kind are not allowed.

Level B - these are the exercises of the main educational material of the program. They are discussed in the classroom, but are not so simple or important that the ability to perform them becomes mandatory for all students. A student may make minor mistakes, shortcomings.

Level B is an advanced level, which is determined by the increased requirement for the preparation of a student in mathematics. To solve, you need to be able to apply knowledge in a new environment, with unusual combinations of data, and have good technical skills.

^ Mark "5" is put for the correct performance of all tasks with 1 or 2 shortcomings. G

Mark "4" is put, if 1 mistake and 2 shortcomings are made; 3 or 4 flaws.

^ Mark "3" is put, if half of the tasks are completed.

Mark "2" is put, if significant errors are made showing that the student has not mastered the required learning outcomes.

List of errors.

^ 1. Blunders:

Ignorance of the definitions of basic concepts, laws, rules, basic provisions of the theory, formulas, units of measurement of quantities found in mathematics;

- inability to single out the main thing in the answer;

- inability to apply knowledge to solve problems;

Errors showing a misunderstanding of the condition of the problem, the rules for writing the solution in mathematical language or a misinterpretation of the solution;

^ 2. Non-gross errors:

Inaccuracies in wording, definitions, concepts, laws, caused by incomplete coverage of the main features of the concept being defined;

Ignorance of methods for solving problems similar to those previously solved in the classroom

3. Disadvantages:

Careless record keeping;

Spelling and punctuation errors.

Mathematics portfolio option

Section 1 "Hello, it's me!"

^ 1.1. "Let's Get Acquainted"

1. Surname, name, patronymic

2.Date of birth

3.Place of birth

5. Favorite place where you live now

6. Main character traits

7. Leisure activities

8. TV shows

9. Attitude towards reading, books

10. Music preferences

11. Favorite sport

13. Classes in circles

^ 1.2. "Math Around Me"

1. Calculation of biopotential by date of birth

2. Calculation of character traits by date of birth (Hindu square)

3. Building a graph of the cycle of life

4. Mathematical discoveries, people, scientists connected by the same place of birth with me

5. Interesting observations, coincidences associated with numbers, figures

^ 1.3. "Why do I need math?"

1. Life plans of the student related to mathematics

2. How did mathematics help in life? - Stories from the life of family and friends

3. Mathematical family tree - the biggest achievements in the field of mathematical knowledge among my family members

Section 2 "My progress in mathematics"

^ 2.1. "I'm in the world of numbers"

Documented individual, educational achievements are placed in this chapter. These include the results of intellectual development, namely:

Annual final marks in mathematics for each year of study;

Average score for control, test, test work for each year of study;

The average score of the certificate of incomplete secondary education;

The average score of the results of state exams for previous years of study;

Additional points for participation in various competitions, scientific and practical conferences, olympiads.

^ 2.2. "Official documents"

Here will be stored a kind of "evidence" of the student about the work done by him, learning, both in school and outside of it:

Diploma of a participant or winner of the Olympiads, both at the school level and above;

Certificates of participation in competitions;

Diplomas;

Thanks.

Section 3 "Mathematical activity"

^ 3.1. "Me and Mathematics"

Materials are invested here about what interested the student in this subject, why he decided to make a portfolio on this subject.

By reviewing this course choice, students will be able to:

To form ideas about the main stages and the most significant events in the development of mathematics;

Increase cognitive interest in the study of mathematics, using active methods and modern technical teaching aids.

To develop independence, elements of search activity, searching for information on the Internet on a given topic.

To form the skills and abilities of summarizing information, highlighting the main thing in the studied material, building a message, the ability to make assumptions, explain and justify them, put forward problems and reformulate tasks.

^ 3.2. "I'm in math"

This chapter contains works, projects, models created by students in the subject area "mathematics". Considering that the child can additionally study this subject and make progress in studying it not only at the school level, or vice versa: he did not have the opportunity to prove himself outside the walls of the school, it is proposed to break this chapter into parts:

"I am at school";

"I'm in the area";

"I'm in the city".

Design work. The topic of the project is indicated, a description of the work is given. Perhaps an application in the form of photographs, text of the work in printed or electronic form.

Research papers and abstracts. The studied materials, the title of the abstract, the number of pages, illustrations, etc. are indicated.

Technical creativity: models, layouts, devices. A specific work is indicated, its brief description is given.

Elective courses and electives. A record is made about the name of the course, its duration, the form in which the classes were held.

Classes in institutions of additional education, in various training courses. The name of the institution or organization, the duration of the classes and their results are indicated.

Participation in olympiads and competitions. The type of event, the time of its holding, the result achieved by the student are indicated.

Participation in scientific conferences, training seminars and camps. The topic of the event, the name of the organization that organized it, and the form of student participation in it are indicated.

Other.

^ Section 4 "Opinions of others"

The section should contain reviews of competent people:

Reviews of a research paper or project;

Own assessment of the results achieved in the field of mathematics, their abilities and strength for further study, work.

^ Grade 9 Algebra. Final examination.

Criteria for evaluating tasks with a detailed answer

1. General approaches to the formation of evaluation criteria. The requirements for completing tasks with a detailed answer are as follows: the solution must be mathematically literate and complete, from which the student's reasoning must be clear. The design of the decision must ensure the fulfillment of the above requirements, but otherwise it can be arbitrary.

If the student's decision satisfies these requirements, then the maximum number of points is given for the task: No. 17 - 2 points, No. 18 and 19 - 4 points, No. 20 and 21 - 6 points. If a typo or error is made in the solution that does not affect the correctness of the overall course of the solution (even with an incorrect answer) and allows, despite its presence, to draw a conclusion about the mastery of the material, then the student is credited with a number of points less than the indicated one by 1.

Some of the general items that are the basis for a one-unit deduction are described below.

^ Task 17 (2 points). For the decision is exposed 1 point if it does not contain errors, but is not complete, for example, there is no answer to an additional question (if any), factorization or fraction reduction is not completed; or there is one typo / error in the solution that does not fundamentally affect the course of the solution, taking into account it, all further steps were performed correctly, the solution was completed.

^ Tasks 18 and 19 (4 points). For the decision is exposed 3 points, if there are no errors in it, but it is not complete, for example, there is no answer to an additional question (if any); or the course of the solution is correct, the answer is received, but there is a typo or a non-principal error (for example, an error in the calculation), and taking into account it, the further steps are performed correctly, the solution is completed.

^ Tasks 20 and 21 (6 points). For the decision is exposed 5 points if the work contains a correct, completed solution, but it lacks explanations that are essentially necessary for the task and are a step in the solution, or the existing explanations contain logical errors; or the solution is "almost correct", i.e. the course of the solution is correct, it has been completed, but there is one non-principal computational error / omission, taking into account it, the further steps were performed correctly.

In the evaluation criteria for each specific task of the second part of the examination paper, given below, these general positions are specified and supplemented taking into account the content of the task. Criteria are developed in relation to one of the possible solutions, namely the one described in the recommendations. If there are other solutions in the works of students, the criteria are developed by the subject committee, taking into account the general approaches described. Students' decisions may contain shortcomings that are not reflected in the criteria, but which, nevertheless, make it possible to assess the result of the assignment positively (with a deduction of one point) . In such cases, the decision on how to qualify such a defect is made by the subject committee.

Thesaurus

Thesaurus– a dictionary of commonly used concepts and terms in any branch of knowledge (education)

^ Score- expresses the degree of compliance of the results of the student's educational actions with the norms (models) of these actions.

mark- symbol, external expression of evaluation.

Grade - this is an opinion about the quality, dignity of someone.(“Brief explanatory dictionary”)

Grade- an opinion about the value, level or significance of someone or something(S.I. Ozhegov“Dictionary")

mark- designation of the assessment of students' knowledge(I.A. Gorodetskaya, T.N. Popovtseva and others.“Brief explanatory dictionary”)

Formative assessment is a progressive process that takes place throughout the school year and is designed to improve the system being assessed.

Resultis an objective characteristic of the product

Achievement is a subjective experience of the result as a significant positive event

Success - this is the subjective experience of achievement as a significant positive event; represents a subjectively experienced state of joy in a situation where the desired and the achieved coincide.

Self-esteem is the result of constantly comparing what a person observes in himself with what he assumes others see in him. (M.G.Kazakina)

Self-esteem- This is an assessment of oneself, one's achievements and shortcomings. The main meaning of self-assessment lies in the self-control of the student, his self-regulation, self-examination of his own activities. (M.M.Potashnik)

Test- a tool consisting of a statistically verified system of tasks, a standardized procedure for conducting and a pre-designed technology for processing and analyzing results designed to assess the qualities and properties of a person, the change of which is possible as a result of systematic training.

Validity- reasonableness corresponding to reality, suitability

Test - one of the components of the structure of the didactic test, which includes a brief instruction for the subject, a test task, a standard answer

PISA- Program for International Student Assessment - a program of comparative study and evaluation of the success of schoolchildren from different countries, an international study that is carried out by the Organization for Economic Cooperation and Development

Portfolio is a purposeful collection of student work that demonstrates their efforts, progress, or accomplishments in one or more areas. The collection should involve students in the selection of its content, the definition of criteria for its selection; should contain criteria for evaluating the portfolio and a certificate of student reflection. (D. Meyer)

Reflection- one of the types of theoretical activity of a person, aimed at comprehending by him his own actions and signs

Competence - the ability to carry out complex culturally appropriate types of actions based on acquired knowledge and life experience

^ Skill – automated action devoid of meaningfulness

Intelligence, general intelligence - ability to learn

Creativity - Creative skills

score - learned unit for assessing the results of a test or task on a specific scale

Diagnostics- precise definition of the results of the didactic process;

a field of psychological science that develops methods for identifying and measuring individual psychological characteristics of a person

Control – monitoring the process of mastering knowledge, skills and abilities

Examination- a system of actions and operations to control the assimilation of knowledge, skills and abilities